Interactive Technology and Smart EducationTable of Contents for Interactive Technology and Smart Education. List of articles from the current issue, including Just Accepted (EarlyCite)https://www.emerald.com/insight/publication/issn/1741-5659/vol/21/iss/1?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestInteractive Technology and Smart EducationEmerald Publishing LimitedInteractive Technology and Smart EducationInteractive Technology and Smart Educationhttps://www.emerald.com/insight/proxy/containerImg?link=/resource/publication/journal/936a5bb5883d863b951ab66d5f6e387f/urn:emeraldgroup.com:asset:id:binary:itse.cover.jpghttps://www.emerald.com/insight/publication/issn/1741-5659/vol/21/iss/1?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMapping the landscape of Makerspaces in higher education: an inventory of research findingshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-01-2022-0013/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field. The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0. The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field. This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.Mapping the landscape of Makerspaces in higher education: an inventory of research findings
Georgios Pallaris, Panayiotis Zaphiris, Antigoni Parmaxi
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.1-20

The purpose of this study is to chart the development of Makerspaces in higher education (MIHE), by building a map of existing research work in the field. Based on a corpus of 183 manuscripts, published between January 2014 and April 2021, it sets out to describe the range of topics covered under the umbrella of MIHE and provide a holistic view of the field.

The approach adopted in this research includes development of the 2014–2021 MIHE corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the MIHE map version 1.0; refinement of the MIHE map version 1.0 following a systematic approach of content analysis and development of the MIHE map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the MIHE map version 2.0 using card-sorting technique; and, finally, development of the MIHE map version 3.0.

The research trends in the categories of the MIHE map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of MIHE guiding both junior MIHE researchers to place themselves in the field, and policymakers and decision-makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

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Mapping the landscape of Makerspaces in higher education: an inventory of research findings10.1108/ITSE-01-2022-0013Interactive Technology and Smart Education2022-06-16© 2022 Georgios Pallaris, Panayiotis Zaphiris and Antigoni Parmaxi.Georgios PallarisPanayiotis ZaphirisAntigoni ParmaxiInteractive Technology and Smart Education2112022-06-1610.1108/ITSE-01-2022-0013https://www.emerald.com/insight/content/doi/10.1108/ITSE-01-2022-0013/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Georgios Pallaris, Panayiotis Zaphiris and Antigoni Parmaxi.http://creativecommons.org/licences/by/4.0/legalcode
The role of website features in creating value co-creation behaviors and enhancing the brand image and reputation of higher education institutionshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2021-0225/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDespite promising conceptual developments in value co-creation behaviors, the scholarly attention afforded to the importance of the university website features in strengthening the university brand image and reputation through students’ value co-creation behaviors is limited. University website features are conceptualized as a hierarchical construct with three dimensions: usability, availability and information. This study aims to investigate the effect of university website features and value co-creation behaviors of students on promoting brand image and brand reputation at Islamic Azad University in Iran. This study is quantitative. Using convenience sampling techniques, a responsive group of 384 students was chosen from the Islamic Azad University of Tehran in Iran. Survey methods were used for data collection. Partial least squares structural equation modeling was used to test the derived hypotheses. The findings of this study indicated that website features have a positive effect on fostering value co-creation behaviors (participation and citizenship behavior), and participation behavior, in turn, improves university brand image and reputation. At the same time, among value co-creation behaviors, citizenship behavior has no impact on the university’s brand image. Finally, the brand image formed through website features and participation behavior positively affects brand reputation. This study was conducted in the higher education (HE) sector in one cosmopolitan Iranian city (i.e. Tehran), to which Iranians from other cities travel for studying. Thus, the results of this survey include a variety of subcultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of university brand reputation across different nations using a cross-cultural approach. Pragmatically, the findings of this study urge university policymakers, information technology managers and marketers to consider the university website’s unique role in assisting co-creation behavior, which in turn promotes university brand image and reputation in the HE market. One of the ways to assess a university’s brand image and reputation is through the university ranking system. Ascending the ranking system can allow a university to attract qualified students. These findings contribute to the marketing literature by empirically validating the three elements in the website features construct, providing intelligence on how website features can drive value co-creation behaviors, brand image and reputation. Also, results revealed that the brand image of universities positively affects brand reputation. This study highlights the importance of national and international rankings of universities and students’ sensitivity to such rankings. Undoubtedly, this is evident in Iranian students’ behavior in selecting their university.The role of website features in creating value co-creation behaviors and enhancing the brand image and reputation of higher education institutions
Davood Ghorbanzadeh, Mohsen Sharbatiyan
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.21-43

Despite promising conceptual developments in value co-creation behaviors, the scholarly attention afforded to the importance of the university website features in strengthening the university brand image and reputation through students’ value co-creation behaviors is limited. University website features are conceptualized as a hierarchical construct with three dimensions: usability, availability and information. This study aims to investigate the effect of university website features and value co-creation behaviors of students on promoting brand image and brand reputation at Islamic Azad University in Iran.

This study is quantitative. Using convenience sampling techniques, a responsive group of 384 students was chosen from the Islamic Azad University of Tehran in Iran. Survey methods were used for data collection. Partial least squares structural equation modeling was used to test the derived hypotheses.

The findings of this study indicated that website features have a positive effect on fostering value co-creation behaviors (participation and citizenship behavior), and participation behavior, in turn, improves university brand image and reputation. At the same time, among value co-creation behaviors, citizenship behavior has no impact on the university’s brand image. Finally, the brand image formed through website features and participation behavior positively affects brand reputation.

This study was conducted in the higher education (HE) sector in one cosmopolitan Iranian city (i.e. Tehran), to which Iranians from other cities travel for studying. Thus, the results of this survey include a variety of subcultures. In the future, a study that incorporates all major metropolitan cities of Iran may increase the generalizability of the findings. Unrelated to the purpose of this study, a future research study may extend the currently studied geographical dimensions and examine the antecedents of university brand reputation across different nations using a cross-cultural approach.

Pragmatically, the findings of this study urge university policymakers, information technology managers and marketers to consider the university website’s unique role in assisting co-creation behavior, which in turn promotes university brand image and reputation in the HE market. One of the ways to assess a university’s brand image and reputation is through the university ranking system. Ascending the ranking system can allow a university to attract qualified students.

These findings contribute to the marketing literature by empirically validating the three elements in the website features construct, providing intelligence on how website features can drive value co-creation behaviors, brand image and reputation. Also, results revealed that the brand image of universities positively affects brand reputation. This study highlights the importance of national and international rankings of universities and students’ sensitivity to such rankings. Undoubtedly, this is evident in Iranian students’ behavior in selecting their university.

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The role of website features in creating value co-creation behaviors and enhancing the brand image and reputation of higher education institutions10.1108/ITSE-12-2021-0225Interactive Technology and Smart Education2022-09-07© 2022 Emerald Publishing LimitedDavood GhorbanzadehMohsen SharbatiyanInteractive Technology and Smart Education2112022-09-0710.1108/ITSE-12-2021-0225https://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2021-0225/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot studyhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-04-2022-0045/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject. The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system. These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects. The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study
Yufang Cheng, Meng-Han Lee, Chung-Sung Yang, Pei-Yu Wu
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.44-66

The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject.

The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system.

These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects.

The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

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Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study10.1108/ITSE-04-2022-0045Interactive Technology and Smart Education2022-09-13© 2022 Emerald Publishing LimitedYufang ChengMeng-Han LeeChung-Sung YangPei-Yu WuInteractive Technology and Smart Education2112022-09-1310.1108/ITSE-04-2022-0045https://www.emerald.com/insight/content/doi/10.1108/ITSE-04-2022-0045/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Offline collaborative learning approach for remote Northern territory studentshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2022-0063/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestDigital learning systems are crucial for education and data collected can analyse students learning performances to improve support. The purpose of this study is to design and build an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. A Learning Box has been build based on minicomputer and a web learning management system (LMS). This study presents different options to create such a system and discusses various approaches for data syncing. The structure of the final setup is a Moodle (Modular Object Oriented Developmental Learning Environment) LMS on a Raspberry Pi which provides a Wi-Fi hotspot. The authors worked with lecturers from X University who work in remote Northern Territory regions to test this and provide feedback. This study also considered suitable data collection and techniques that can be used to analyse the available data to support learning analysis by the staff. This research focuses on building an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Digital learning systems are crucial for education, and data collected can analyse students learning performances to improve support. The resultant system has been tested in various scenarios to ensure it is robust when students’ submissions are collected. Furthermore, issues around student familiarity and ability to use online systems have been considered due to early feedback. Monitoring asynchronous collaborative learning systems through analytics can assist students learning in their own time. Learning Hubs can be easily set up and maintained using micro-computers now easily available. A phone interface is sufficient for learning when video and audio submissions are supported in the LMS. This study shows digital learning can be implemented in an offline environment by using a Raspberry Pi as LMS server. Offline collaborative learning in remote communities can be achieved by applying asynchronized data syncing techniques. Also asynchronized data syncing can be reliably achieved by using change logs and incremental syncing technique. Focus on audio and video submission allows engagement in higher education by students with lower literacy but higher practice skills. Curriculum that clearly supports the level of learning required for a job needs to be developed, and the assumption that literacy is part of the skilled job in the workplace needs to be removed. To the best of the authors’ knowledge, this is the first remote asynchronous collaborative LMS environment that has been implemented. This provides the hardware and software for opportunities to share learning remotely. Material to support low literacy students is also included.Offline collaborative learning approach for remote Northern territory students
Haixiao Dai, Phong Lam Nguyen, Cat Kutay
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.67-82

Digital learning systems are crucial for education and data collected can analyse students learning performances to improve support. The purpose of this study is to design and build an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet.

A Learning Box has been build based on minicomputer and a web learning management system (LMS). This study presents different options to create such a system and discusses various approaches for data syncing. The structure of the final setup is a Moodle (Modular Object Oriented Developmental Learning Environment) LMS on a Raspberry Pi which provides a Wi-Fi hotspot. The authors worked with lecturers from X University who work in remote Northern Territory regions to test this and provide feedback. This study also considered suitable data collection and techniques that can be used to analyse the available data to support learning analysis by the staff. This research focuses on building an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Digital learning systems are crucial for education, and data collected can analyse students learning performances to improve support.

The resultant system has been tested in various scenarios to ensure it is robust when students’ submissions are collected. Furthermore, issues around student familiarity and ability to use online systems have been considered due to early feedback.

Monitoring asynchronous collaborative learning systems through analytics can assist students learning in their own time. Learning Hubs can be easily set up and maintained using micro-computers now easily available. A phone interface is sufficient for learning when video and audio submissions are supported in the LMS.

This study shows digital learning can be implemented in an offline environment by using a Raspberry Pi as LMS server. Offline collaborative learning in remote communities can be achieved by applying asynchronized data syncing techniques. Also asynchronized data syncing can be reliably achieved by using change logs and incremental syncing technique.

Focus on audio and video submission allows engagement in higher education by students with lower literacy but higher practice skills. Curriculum that clearly supports the level of learning required for a job needs to be developed, and the assumption that literacy is part of the skilled job in the workplace needs to be removed.

To the best of the authors’ knowledge, this is the first remote asynchronous collaborative LMS environment that has been implemented. This provides the hardware and software for opportunities to share learning remotely. Material to support low literacy students is also included.

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Offline collaborative learning approach for remote Northern territory students10.1108/ITSE-05-2022-0063Interactive Technology and Smart Education2022-09-13© 2022 Emerald Publishing LimitedHaixiao DaiPhong Lam NguyenCat KutayInteractive Technology and Smart Education2112022-09-1310.1108/ITSE-05-2022-0063https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2022-0063/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Educational technology research during the COVID-19 pandemichttps://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2022-0067/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.Educational technology research during the COVID-19 pandemic
Sijia Xue, Helen Crompton
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.83-107

This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research.

Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies.

The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers.

Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search.

For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies.

This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

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Educational technology research during the COVID-19 pandemic10.1108/ITSE-05-2022-0067Interactive Technology and Smart Education2022-10-11© 2022 Emerald Publishing LimitedSijia XueHelen CromptonInteractive Technology and Smart Education2112022-10-1110.1108/ITSE-05-2022-0067https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2022-0067/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Supporting university students’ learning across time and space: a from-scratch, personalised and mobile-friendly approachhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2022-0082/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges. This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews. Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain. This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.Supporting university students’ learning across time and space: a from-scratch, personalised and mobile-friendly approach
Eliza Rossiter, T.J. Thomson, Rachel Fitzgerald
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.108-130

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.

This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.

Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.

This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.

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Supporting university students’ learning across time and space: a from-scratch, personalised and mobile-friendly approach10.1108/ITSE-07-2022-0082Interactive Technology and Smart Education2022-11-09© 2022 Emerald Publishing LimitedEliza RossiterT.J. ThomsonRachel FitzgeraldInteractive Technology and Smart Education2112022-11-0910.1108/ITSE-07-2022-0082https://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2022-0082/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theoryhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-06-2022-0076/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestPodcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]). Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model. The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI. The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI. This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory
Min Ching Chen, Tak-Wai Chan, Yu Hsin Chen
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.131-148

Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).

Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.

The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.

The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.

This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.

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How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory10.1108/ITSE-06-2022-0076Interactive Technology and Smart Education2022-12-09© 2022 Emerald Publishing LimitedMin Ching ChenTak-Wai ChanYu Hsin ChenInteractive Technology and Smart Education2112022-12-0910.1108/ITSE-06-2022-0076https://www.emerald.com/insight/content/doi/10.1108/ITSE-06-2022-0076/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Microteaching networks in higher educationhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2022-0120/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMicroteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.Microteaching networks in higher education
Sonia Santoveña-Casal, Javier Gil-Quintana, José Javier Hueso-Romero
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.149-167

Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5–20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database.

This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis.

Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections.

This research’s limitations concern either aspects that lie beyond the study’s possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century.

This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

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Microteaching networks in higher education10.1108/ITSE-09-2022-0120Interactive Technology and Smart Education2023-01-10© 2022 Emerald Publishing LimitedSonia Santoveña-CasalJavier Gil-QuintanaJosé Javier Hueso-RomeroInteractive Technology and Smart Education2112023-01-1010.1108/ITSE-09-2022-0120https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2022-0120/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2022 Emerald Publishing Limited
Anomaly detection in the course evaluation process: a learning analytics–based approachhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2022-0124/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestCourse evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods. Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables. The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria. This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.Anomaly detection in the course evaluation process: a learning analytics–based approach
Anagha Vaidya, Sarika Sharma
Interactive Technology and Smart Education, Vol. 21, No. 1, pp.168-187

Course evaluations are formative and are used to evaluate learnings of the students for a course. Anomalies in the evaluation process can lead to a faulty educational outcome. Learning analytics and educational data mining provide a set of techniques that can be conveniently applied to extensive data collected as part of the evaluation process to ensure remedial actions. This study aims to conduct an experimental research to detect anomalies in the evaluation methods.

Experimental research is conducted with scientific approach and design. The researchers categorized anomaly into three categories, namely, an anomaly in criteria assessment, subject anomaly and anomaly in subject marks allocation. The different anomaly detection algorithms are used to educate data through the software R, and the results are summarized in the tables.

The data points occurring in all algorithms are finally detected as an anomaly. The anomaly identifies the data points that deviate from the data set’s normal behavior. The subject which is consistently identified as anomalous by the different techniques is marked as an anomaly in evaluation. After identification, one can drill down to more details into the title of anomalies in the evaluation criteria.

This paper proposes an analytical model for the course evaluation process and demonstrates the use of actionable analytics to detect anomalies in the evaluation process.

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Anomaly detection in the course evaluation process: a learning analytics–based approach10.1108/ITSE-09-2022-0124Interactive Technology and Smart Education2023-03-13© 2023 Emerald Publishing LimitedAnagha VaidyaSarika SharmaInteractive Technology and Smart Education2112023-03-1310.1108/ITSE-09-2022-0124https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2022-0124/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Metaverse applications in education: a systematic review and a cost-benefit analysishttps://www.emerald.com/insight/content/doi/10.1108/ITSE-01-2023-0017/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestMany educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology. A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students. A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others. Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users. This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.Metaverse applications in education: a systematic review and a cost-benefit analysis
Mark Anthony Camilleri
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology.

A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students.

A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others.

Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users.

This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.

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Metaverse applications in education: a systematic review and a cost-benefit analysis10.1108/ITSE-01-2023-0017Interactive Technology and Smart Education2023-06-12© 2023 Emerald Publishing LimitedMark Anthony CamilleriInteractive Technology and Smart Educationahead-of-printahead-of-print2023-06-1210.1108/ITSE-01-2023-0017https://www.emerald.com/insight/content/doi/10.1108/ITSE-01-2023-0017/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Adoption of the Internet of Things in higher education: opportunities and challengeshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-01-2023-0025/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education. The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included. The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers. This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.Adoption of the Internet of Things in higher education: opportunities and challenges
José M. Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero, Eloy López Menéses
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education.

The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included.

The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers.

This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.

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Adoption of the Internet of Things in higher education: opportunities and challenges10.1108/ITSE-01-2023-0025Interactive Technology and Smart Education2023-08-08© 2023 José M. Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero and Eloy López Menéses.José M. Fernández-BataneroMarta Montenegro-RuedaJosé Fernández-CereroEloy López MenésesInteractive Technology and Smart Educationahead-of-printahead-of-print2023-08-0810.1108/ITSE-01-2023-0025https://www.emerald.com/insight/content/doi/10.1108/ITSE-01-2023-0025/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 José M. Fernández-Batanero, Marta Montenegro-Rueda, José Fernández-Cerero and Eloy López Menéses.http://creativecommons.org/licences/by/4.0/legalcode
Self-regulation of learning in the context of modern technology: a review of empirical studieshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-02-2023-0030/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestSelf-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies. The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education. The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies. The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.Self-regulation of learning in the context of modern technology: a review of empirical studies
Julie Junaštíková
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

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Self-regulation of learning in the context of modern technology: a review of empirical studies10.1108/ITSE-02-2023-0030Interactive Technology and Smart Education2023-08-08© 2023 Julie Junaštíková.Julie JunaštíkováInteractive Technology and Smart Educationahead-of-printahead-of-print2023-08-0810.1108/ITSE-02-2023-0030https://www.emerald.com/insight/content/doi/10.1108/ITSE-02-2023-0030/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Julie Junaštíková.http://creativecommons.org/licences/by/4.0/legalcode
What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPThttps://www.emerald.com/insight/content/doi/10.1108/ITSE-04-2023-0061/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to identify the factors determining students’ attitude toward using newly emerged artificial intelligence (AI) tool, Chat Generative Pre-Trained Transformer (ChatGPT), for educational and learning purpose based on technology acceptance model. The recommended model was empirically tested with partial least squares structural equation modeling using 375 student survey responses. The study revealed that students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment. However, perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students. This research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots. Due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted. This study provides the adoption aspects of ChatGPT, a new AI-based technology for students, thereby contributing significantly to the existing research on the adoption of advanced education technologies. In addition, the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education.What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT
Chandan Kumar Tiwari, Mohd. Abass Bhat, Shagufta Tariq Khan, Rajaswaminathan Subramaniam, Mohammad Atif Irshad Khan
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to identify the factors determining students’ attitude toward using newly emerged artificial intelligence (AI) tool, Chat Generative Pre-Trained Transformer (ChatGPT), for educational and learning purpose based on technology acceptance model.

The recommended model was empirically tested with partial least squares structural equation modeling using 375 student survey responses.

The study revealed that students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment. However, perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students.

This research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots.

Due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted. This study provides the adoption aspects of ChatGPT, a new AI-based technology for students, thereby contributing significantly to the existing research on the adoption of advanced education technologies. In addition, the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education.

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What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT10.1108/ITSE-04-2023-0061Interactive Technology and Smart Education2023-08-29© 2023 Emerald Publishing LimitedChandan Kumar TiwariMohd. Abass BhatShagufta Tariq KhanRajaswaminathan SubramaniamMohammad Atif Irshad KhanInteractive Technology and Smart Educationahead-of-printahead-of-print2023-08-2910.1108/ITSE-04-2023-0061https://www.emerald.com/insight/content/doi/10.1108/ITSE-04-2023-0061/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Using immersive technologies to enhance the student learning experiencehttps://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0078/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery. The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19. The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature. The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.Using immersive technologies to enhance the student learning experience
Gavin Baxter, Thomas Hainey
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this paper is to evaluate undergraduate student perceptions about the application of immersive technologies for enhancing the student learning experience. This study assesses the viewpoints of students from varying multidisciplinary backgrounds about whether immersive technologies can enhance their learning experience and increase their level of engagement in the context of higher educational delivery.

The research used a case study methodology adopting a questionnaire-based research mixed methods approach. In total, 83 participants completed the questionnaire. The purpose of the research was to evaluate and interpret students’ perspectives at higher educational level about the use of immersive technologies towards enhancing their learning experience. There was also a focus on remote educational delivery due to the legacy of COVID-19.

The findings suggest that there is still more empirical work to be undertaken regarding the application of immersive technologies in higher education. The study revealed that there are immersive benefits though preference for face-to-face teaching remains popular. The negative connotations associated with immersive technology use in higher education, (e.g. virtual reality), such as cost of equipment and motion sickness, substantiates the themes identified in the academic literature.

The study explores a diversity of immersive technologies and their application in higher education (HE) contexts. Findings indicate that although there are acknowledged pedagogical benefits of immersive technology use in HE prevalent barriers remain that require further empirical research if immersive technology use is to be universally used in the sector.

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Using immersive technologies to enhance the student learning experience10.1108/ITSE-05-2023-0078Interactive Technology and Smart Education2023-09-26© 2023 Emerald Publishing LimitedGavin BaxterThomas HaineyInteractive Technology and Smart Educationahead-of-printahead-of-print2023-09-2610.1108/ITSE-05-2023-0078https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0078/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Supporting learners self-management for self-directed language learning: a study within Duolingohttps://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0093/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology. A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews. Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences. Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches. MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.Supporting learners self-management for self-directed language learning: a study within Duolingo
Zixi Li, Curtis J. Bonk, Chen Zhou
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate a unique approach to learning languages through self-directed online learning. Specifically, it explores the self-management abilities and skills learners need while learning a language outside traditional classroom settings when using mobile-assisted learning technology.

A mixed-methods approach was used in this study, including an online survey of 84 people and 10 semi-structured interviews.

Findings reveal the significant role of specific and well-defined learning goals in enhancing learners’ performance. These goals can be either self-initiated by the learners themselves or defined by the technological features of the learning platform. However, the presence of distractions in learners’ daily lives presents challenges to effective time management, affecting learners both physically and psychologically. A key aspect of self-directed language learning lies in the learners’ ability to seek out relevant human and material resources beyond the confines of a single mobile-assisted language learning (MALL) tool. The authenticity of these resources is crucial in ensuring meaningful and effective learning experiences.

Understanding how learners navigate and discover valuable resources is a central focus of this study. This research offers valuable insights into the field of self-directed language learning, revealing the pivotal role of self-management skills with mobile-assisted learning technology. The findings contribute to the broader field of language education and offer practical implications for educators and developers seeking to optimize self-directed language learning experiences through innovative and technologically driven approaches.

MALL is often ideal for individualized informal learning, but the existing literature focuses heavily on formal learning situations, underestimating the importance of MALL practices in various informal settings. Most research reports on MALL-based self-directed learning primarily sample traditional English-learning university students. Therefore, there is a need for research on how nontraditional older adult learners self-direct their language learning with mobile technology outside the classroom.

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Supporting learners self-management for self-directed language learning: a study within Duolingo10.1108/ITSE-05-2023-0093Interactive Technology and Smart Education2023-09-18© 2023 Emerald Publishing LimitedZixi LiCurtis J. BonkChen ZhouInteractive Technology and Smart Educationahead-of-printahead-of-print2023-09-1810.1108/ITSE-05-2023-0093https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0093/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
How effort expectancy and performance expectancy interact to trigger higher education students’ uses of ChatGPT for learninghttps://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0096/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students’ intentions and actual uses of ChatGPT for their learning. An advanced methodology – polynomial regression with response surface analysis – and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses. Both EEC and PEE were found to have a direct positive impact on the likelihood of higher education students’ intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students’ intentions to use ChatGPT for learning decreases. Some practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context. This study shed the new light on the educational setting by testing how higher education students’ intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.How effort expectancy and performance expectancy interact to trigger higher education students’ uses of ChatGPT for learning
Cong Doanh Duong, Duc Tho Bui, Huong Thao Pham, Anh Trong Vu, Van Hoang Nguyen
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The emergence of artificial intelligence technologies, like ChatGPT, has taken the world by storm, particularly in the education sector. This study aims to adopt the unified theory of acceptance and use of technology to explore how effort expectancy (EEC) and performance expectancy (PEE) individually, jointly, congruently and incongruently affect higher education students’ intentions and actual uses of ChatGPT for their learning.

An advanced methodology – polynomial regression with response surface analysis – and a sample of 1,461 higher education students recruited in Vietnam through three-phase stratified random sampling approach were adopted to test developed hypotheses.

Both EEC and PEE were found to have a direct positive impact on the likelihood of higher education students’ intention to use ChatGPT, which in turn promotes them actually use this tool for learning purposes. Conversely, a large incongruence between EEC and PEE will lower the level of intentions and actual uses of ChatGPT for learning. However, when there is a growing incongruence between EEC and PEE, either in a positive or negative direction, the likelihood of students’ intentions to use ChatGPT for learning decreases.

Some practical implications are subsequently recommended to obtain advantages and address potential threats arising from the implementation of this novel technology in the education context.

This study shed the new light on the educational setting by testing how higher education students’ intentions to use ChatGPT and subsequent actual uses of ChatGPT are synthesized from the balance between high EEC and PEE.

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How effort expectancy and performance expectancy interact to trigger higher education students’ uses of ChatGPT for learning10.1108/ITSE-05-2023-0096Interactive Technology and Smart Education2023-09-01© 2023 Emerald Publishing LimitedCong Doanh DuongDuc Tho BuiHuong Thao PhamAnh Trong VuVan Hoang NguyenInteractive Technology and Smart Educationahead-of-printahead-of-print2023-09-0110.1108/ITSE-05-2023-0096https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0096/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalizationhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0097/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs. Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling. This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes. This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization
Yung-Ming Cheng
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether gamification and personalization as environmental stimuli to learners’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs) and, in turn, their learning outcomes in MOOCs.

Sample data for this study were collected from learners who had experience in taking gamified MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 331 usable questionnaires were analyzed using structural equation modeling.

This study demonstrated that learners’ perceived gamification and personalization in MOOCs positively influenced their cognitive LE and emotional LE elicited by MOOCs, which jointly explained their LP in MOOCs and, in turn, enhanced their learning outcomes. The results support all proposed hypotheses and the research model, respectively, explaining 82.3% and 65.1% of the variance in learners’ LP in MOOCs and learning outcomes.

This study uses the S-O-R model as a theoretical base to construct learners’ learning outcomes in MOOCs as a series of the psychological process, which is influenced by gamification and personalization. Noteworthily, while the S-O-R model has been extensively used in prior studies, there is a dearth of evidence on the antecedents of learners’ learning outcomes in the context of MOOCs, which is very scarce in the S-O-R view. Hence, this study enriches the research for MOOCs adoption and learning outcomes into an invaluable context.

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What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization10.1108/ITSE-05-2023-0097Interactive Technology and Smart Education2023-08-21© 2023 Emerald Publishing LimitedYung-Ming ChengInteractive Technology and Smart Educationahead-of-printahead-of-print2023-08-2110.1108/ITSE-05-2023-0097https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2023-0097/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Design and validation of a usability evaluation questionnaire (UEQ) for mobile learning applicationshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2023-0122/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestUsability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications. The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA). CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7. The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.Design and validation of a usability evaluation questionnaire (UEQ) for mobile learning applications
Bimal Aklesh Kumar, Sailesh Saras Chand
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Usability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.

The UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).

CFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.

The study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.

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Design and validation of a usability evaluation questionnaire (UEQ) for mobile learning applications10.1108/ITSE-07-2023-0122Interactive Technology and Smart Education2023-12-19© 2023 Emerald Publishing LimitedBimal Aklesh KumarSailesh Saras ChandInteractive Technology and Smart Educationahead-of-printahead-of-print2023-12-1910.1108/ITSE-07-2023-0122https://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2023-0122/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approachhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2023-0127/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestA number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT. This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses. The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots. This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach
Imdadullah Hidayat-ur-Rehman, Yasser Ibrahim
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

A number of recent artificial intelligence (AI)-enabled technologies, including summarisers, paraphrasers and the cutting-edge chatbots not only have outstanding potentials in modern educational systems but also could lead to a dramatic paradigm shift in the whole education process. This study aims to explore the factors that shape the academic community’s desire and intention to use AI conversational chatbot technology, with a particular focus on the leading ChatGPT.

This study uses a mixed method approach to explore the educators’ adoption of chatbots through an empirically validated model. The model, known as the “Educators’ Adoption of ChatGPT”, was developed by integrating the theoretical foundations of both the Unified Theory of Acceptance and Use of Technology and Status Quo Bias (SQB) frameworks, as well as insights gathered from interviews. The relationships within this model were then tested using a quantitative approach. The partial least squares-structural equation modelling method was used to analyse 243 valid survey responses.

The outcomes of the analysis indicated that perceived educators’ effort expectancy, educators’ autonomous motivation, perceived learners’ AI competency, perceived educators’ competency, innovative behaviour towards technological agility and perceived students’ engagement are significant determinants of educators’ intention to use chatbots. In contrast, perceived unfair evaluation of students, perceived students’ overreliance and perceived bias/inaccuracies were shown to have significant impacts on the resistance to use the technology, which typically implies a negatively significant influence on the educators’ use intention. Interestingly, perceived fraudulent use of ChatGPT was proven insignificant on the resistance to use chatbots.

This study makes a significant contribution to the field of educational technology by filling the gap in research on the use and acceptance of AI-enabled assistants in education. It proposes an original, empirically validated model of educator adoption, which identifies the factors that influence educators’ willingness to use chatbots in higher education and offers valuable insights for practical implementation.

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Exploring factors influencing educators’ adoption of ChatGPT: a mixed method approach10.1108/ITSE-07-2023-0127Interactive Technology and Smart Education2023-12-21© 2023 Emerald Publishing LimitedImdadullah Hidayat-ur-RehmanYasser IbrahimInteractive Technology and Smart Educationahead-of-printahead-of-print2023-12-2110.1108/ITSE-07-2023-0127https://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2023-0127/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learninghttps://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2023-0145/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work. The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework. This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations. This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning
Jorge Sanabria-Z, Pamela Geraldine Olivo
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.

The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.

This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.

This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

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AI platform model on 4IR megatrend challenges: complex thinking by active and transformational learning10.1108/ITSE-07-2023-0145Interactive Technology and Smart Education2024-02-06© 2024 Jorge Sanabria-Z and Pamela Geraldine Olivo.Jorge Sanabria-ZPamela Geraldine OlivoInteractive Technology and Smart Educationahead-of-printahead-of-print2024-02-0610.1108/ITSE-07-2023-0145https://www.emerald.com/insight/content/doi/10.1108/ITSE-07-2023-0145/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Jorge Sanabria-Z and Pamela Geraldine Olivo.
Delving into educators’ perspectives on ChatGPT in management education: a qualitative explorationhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-08-2023-0169/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context. Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection. The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators. In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines. The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators. Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.Delving into educators’ perspectives on ChatGPT in management education: a qualitative exploration
Preeti Bhaskar, Puneet Kumar Kumar Gupta
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

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Delving into educators’ perspectives on ChatGPT in management education: a qualitative exploration10.1108/ITSE-08-2023-0169Interactive Technology and Smart Education2024-03-20© 2024 Emerald Publishing LimitedPreeti BhaskarPuneet Kumar Kumar GuptaInteractive Technology and Smart Educationahead-of-printahead-of-print2024-03-2010.1108/ITSE-08-2023-0169https://www.emerald.com/insight/content/doi/10.1108/ITSE-08-2023-0169/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2022-0116/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs). Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study. This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs. This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?
Yung-Ming Cheng
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to examine whether media richness (MR), human-system interaction (HSI) and human-human interaction (HHI) as technological feature antecedents to medical professionals’ learning engagement (LE) can affect their learning persistence (LP) in massive open online courses (MOOCs).

Sample data for this study were collected from medical professionals at six university-/medical university-affiliated hospitals in Taiwan. A total of 600 questionnaires were distributed, and 309 (51.5%) usable questionnaires were analyzed using structural equation modeling in this study.

This study certified that medical professionals’ perceived MR, HSI and HHI in MOOCs positively affected their emotional LE, cognitive LE and social LE elicited by MOOCs, which together explained their LP in MOOCs. The results support all proposed hypotheses and the research model accounts for 84.1% of the variance in medical professionals’ LP in MOOCs.

This study uses the S-O-R model as a theoretical base to construct medical professionals’ LP in MOOCs as a series of the psychological process, which is affected by MR and interaction (i.e. HSI and HHI). Noteworthily, three psychological constructs, emotional LE, cognitive LE and social LE, are adopted to represent medical professionals’ organisms of MOOCs adoption. To date, hedonic/utilitarian concepts are more commonly adopted as organisms in prior studies using the S-O-R model and psychological constructs have received lesser attention. Hence, this study enriches the S-O-R model into an invaluable context, and this study’s contribution on the application of capturing psychological constructs for completely explaining three types of technological features as external stimuli to medical professionals’ LP in MOOCs is well-documented.

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Can media richness and interaction act as stimulants to medical professionals’ learning persistence in MOOCs via fostering learning engagement?10.1108/ITSE-09-2022-0116Interactive Technology and Smart Education2023-06-02© 2023 Emerald Publishing LimitedYung-Ming ChengInteractive Technology and Smart Educationahead-of-printahead-of-print2023-06-0210.1108/ITSE-09-2022-0116https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2022-0116/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
An intelligent tutoring system for programming education based on informative tutoring feedback: system development, algorithm design, and empirical studyhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2023-0182/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking. By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking. This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels. This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.An intelligent tutoring system for programming education based on informative tutoring feedback: system development, algorithm design, and empirical study
Xuanyan Zhong, Zehui Zhan
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The purpose of this study is to develop an intelligent tutoring system (ITS) for programming learning based on information tutoring feedback (ITF) to provide real-time guidance and feedback to self-directed learners during programming problem-solving and to improve learners’ computational thinking.

By analyzing the mechanism of action of ITF on the development of computational thinking, an ITF strategy and corresponding ITS acting on the whole process of programming problem-solving were developed to realize the evaluation of programming problem-solving ideas based on program logic. On the one hand, a lexical and syntactic analysis of the programming problem solutions input by the learners is performed and presented with a tree-like structure. On the other hand, by comparing multiple algorithms, it is implemented to compare the programming problem solutions entered by the learners with the answers and analyze the gaps to give them back to the learners to promote the improvement of their computational thinking.

This study clarifies the mechanism of the role of ITF-based ITS in the computational thinking development process. Results indicated that the ITS designed in this study is effective in promoting students’ computational thinking, especially for low-level learners. It also helped to improve students’ learning motivation, and reducing cognitive load, while there’s no significant difference among learners of different levels.

This study developed an ITS based on ITF to address the problem of learners’ difficulty in obtaining real-time guidance in the current programming problem-solving-based computational thinking development, providing a good aid for college students’ independent programming learning.

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An intelligent tutoring system for programming education based on informative tutoring feedback: system development, algorithm design, and empirical study10.1108/ITSE-09-2023-0182Interactive Technology and Smart Education2024-02-15© 2024 Emerald Publishing LimitedXuanyan ZhongZehui ZhanInteractive Technology and Smart Educationahead-of-printahead-of-print2024-02-1510.1108/ITSE-09-2023-0182https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2023-0182/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Digital competence and students’ engagement: a comprehensive analysis of smartphone utilization, perceived autonomy and formal digital learning as mediatorshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2023-0189/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE. The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC). The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE. This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.Digital competence and students’ engagement: a comprehensive analysis of smartphone utilization, perceived autonomy and formal digital learning as mediators
Imdadullah Hidayat-Ur-Rehman
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The integration of digital technologies into education has brought about a profound transformation, fundamentally reshaping the learning landscape. The purpose of this study is to underscore the importance of investigating the factors influencing students’ engagement (SE) in this evolving digital era, particularly within formal digital learning environments. To address this need, the study is grounded in self-determination theory (SDT) and presents a comprehensive model comprising interconnected elements: digital competence (DC), smartphone use (SPU), perceived autonomy (PA), digital formal learning (DFL) and SE.

The research conducted an investigation within Saudi Arabian universities, collecting a robust data set of 392 cases. This data set underwent rigorous analysis to validate the proposed model. To untangle the intricate relationships within the framework, the study used partial least squares structural equation modelling. Given the distinct dimensions of the two constructs under study, the researcher used a disjoint two-stage approach to establish reflective-formative higher-order constructs (HOC).

The findings revealed that digital literacy and digital skills (DS) constitute the foundational constituents of DC. Simultaneously, the study identified facilitation, distraction and connectedness as integral components of SPU. Importantly, the study established that DC, SPU, PA and DFL significantly influence SE. Furthermore, the research illuminated the mediating roles played by SPU, PA and DFL in the complex relationship between DC and SE.

This study advances the literature by delineating the dynamic interplay between DC, SPU and SE in digital learning. It extends SDT within educational contexts, emphasizing the role of internal motivations and DS. Methodologically, it innovates through reflective-formative HOCs, deepening the analysis of complex educational constructs. Managerially, it guides institutions in enhancing DC and integrating smartphones effectively into learning, advocating for tailored strategies to foster engaging and autonomous digital learning environments, thereby enriching both theoretical understanding and practical application in education.

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Digital competence and students’ engagement: a comprehensive analysis of smartphone utilization, perceived autonomy and formal digital learning as mediators10.1108/ITSE-09-2023-0189Interactive Technology and Smart Education2024-02-15© 2024 Emerald Publishing LimitedImdadullah Hidayat-Ur-RehmanInteractive Technology and Smart Educationahead-of-printahead-of-print2024-02-1510.1108/ITSE-09-2023-0189https://www.emerald.com/insight/content/doi/10.1108/ITSE-09-2023-0189/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Bard, ChatGPT and 3DGPT: a scientometric analysis of generative AI tools and assessment of implications for mechanical engineering educationhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-10-2023-0198/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestFollowing the recent rise in generative artificial intelligence (GenAI) tools, fundamental questions about their wider impacts have started to reverberate around various disciplines. This study aims to track the unfolding landscape of general issues surrounding GenAI tools and to elucidate the specific opportunities and limitations of these tools as part of the technology-assisted enhancement of mechanical engineering education and professional practices. As part of the investigation, the authors conduct and present a brief scientometric analysis of recently published studies to unravel the emerging trend on the subject matter. Furthermore, experimentation was done with selected GenAI tools (Bard, ChatGPT, DALL.E and 3DGPT) for mechanical engineering-related tasks. The study identified several pedagogical and professional opportunities and guidelines for deploying GenAI tools in mechanical engineering. Besides, the study highlights some pitfalls of GenAI tools for analytical reasoning tasks (e.g., subtle errors in computation involving unit conversions) and sketching/image generation tasks (e.g., poor demonstration of symmetry). To the best of the authors’ knowledge, this study presents the first thorough assessment of the potential of GenAI from the lens of the mechanical engineering field. Combining scientometric analysis, experimentation and pedagogical insights, the study provides a unique focus on the implications of GenAI tools for material selection/discovery in product design, manufacturing troubleshooting, technical documentation and product positioning, among others.Bard, ChatGPT and 3DGPT: a scientometric analysis of generative AI tools and assessment of implications for mechanical engineering education
Khameel B. Mustapha, Eng Hwa Yap, Yousif Abdalla Abakr
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Following the recent rise in generative artificial intelligence (GenAI) tools, fundamental questions about their wider impacts have started to reverberate around various disciplines. This study aims to track the unfolding landscape of general issues surrounding GenAI tools and to elucidate the specific opportunities and limitations of these tools as part of the technology-assisted enhancement of mechanical engineering education and professional practices.

As part of the investigation, the authors conduct and present a brief scientometric analysis of recently published studies to unravel the emerging trend on the subject matter. Furthermore, experimentation was done with selected GenAI tools (Bard, ChatGPT, DALL.E and 3DGPT) for mechanical engineering-related tasks.

The study identified several pedagogical and professional opportunities and guidelines for deploying GenAI tools in mechanical engineering. Besides, the study highlights some pitfalls of GenAI tools for analytical reasoning tasks (e.g., subtle errors in computation involving unit conversions) and sketching/image generation tasks (e.g., poor demonstration of symmetry).

To the best of the authors’ knowledge, this study presents the first thorough assessment of the potential of GenAI from the lens of the mechanical engineering field. Combining scientometric analysis, experimentation and pedagogical insights, the study provides a unique focus on the implications of GenAI tools for material selection/discovery in product design, manufacturing troubleshooting, technical documentation and product positioning, among others.

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Bard, ChatGPT and 3DGPT: a scientometric analysis of generative AI tools and assessment of implications for mechanical engineering education10.1108/ITSE-10-2023-0198Interactive Technology and Smart Education2024-02-16© 2024 Emerald Publishing LimitedKhameel B. MustaphaEng Hwa YapYousif Abdalla AbakrInteractive Technology and Smart Educationahead-of-printahead-of-print2024-02-1610.1108/ITSE-10-2023-0198https://www.emerald.com/insight/content/doi/10.1108/ITSE-10-2023-0198/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher educationhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-10-2023-0203/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education. A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study. Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity. This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies. This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education
Ridwan Daud Mahande, Nurul Mukhlisah Abdal, Nasir Nasir
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

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Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education10.1108/ITSE-10-2023-0203Interactive Technology and Smart Education2024-02-06© 2024 Emerald Publishing LimitedRidwan Daud MahandeNurul Mukhlisah AbdalNasir NasirInteractive Technology and Smart Educationahead-of-printahead-of-print2024-02-0610.1108/ITSE-10-2023-0203https://www.emerald.com/insight/content/doi/10.1108/ITSE-10-2023-0203/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
The educational value of artificial intelligence in higher education: a 10-year systematic literature reviewhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-11-2023-0218/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis paper aims to consolidate empirical studies between 2013 and 2022 to investigate the impact of artificial intelligence (AI) in higher education. It aims to examine published research characteristics and provide insights into the promises and challenges of AI integration in academia. A systematic literature review was conducted, encompassing 44 empirical studies published as peer-reviewed journal papers. The review focused on identifying trends, categorizing research types and analysing the evidence-based applications of AI in higher education. The review indicates a recent surge in publications concerning AI in higher education. However, a significant proportion of these publications primarily propose theoretical and conceptual AI interventions. Areas with empirical evidence supporting AI applications in academia are delineated. The prevalence of theoretical proposals may limit generalizability. Further research is encouraged to validate and expand upon the identified empirical applications of AI in higher education. This review outlines imperative implications for future research and the implementation of evidence-based AI interventions in higher education, facilitating informed decision-making for academia and stakeholders. This paper contributes a comprehensive synthesis of empirical studies, highlighting the evolving landscape of AI integration in higher education and emphasizing the need for evidence-based approaches.The educational value of artificial intelligence in higher education: a 10-year systematic literature review
Agostino Marengo, Alessandro Pagano, Jenny Pange, Kamal Ahmed Soomro
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This paper aims to consolidate empirical studies between 2013 and 2022 to investigate the impact of artificial intelligence (AI) in higher education. It aims to examine published research characteristics and provide insights into the promises and challenges of AI integration in academia.

A systematic literature review was conducted, encompassing 44 empirical studies published as peer-reviewed journal papers. The review focused on identifying trends, categorizing research types and analysing the evidence-based applications of AI in higher education.

The review indicates a recent surge in publications concerning AI in higher education. However, a significant proportion of these publications primarily propose theoretical and conceptual AI interventions. Areas with empirical evidence supporting AI applications in academia are delineated.

The prevalence of theoretical proposals may limit generalizability. Further research is encouraged to validate and expand upon the identified empirical applications of AI in higher education.

This review outlines imperative implications for future research and the implementation of evidence-based AI interventions in higher education, facilitating informed decision-making for academia and stakeholders.

This paper contributes a comprehensive synthesis of empirical studies, highlighting the evolving landscape of AI integration in higher education and emphasizing the need for evidence-based approaches.

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The educational value of artificial intelligence in higher education: a 10-year systematic literature review10.1108/ITSE-11-2023-0218Interactive Technology and Smart Education2024-03-08© 2024 Emerald Publishing LimitedAgostino MarengoAlessandro PaganoJenny PangeKamal Ahmed SoomroInteractive Technology and Smart Educationahead-of-printahead-of-print2024-03-0810.1108/ITSE-11-2023-0218https://www.emerald.com/insight/content/doi/10.1108/ITSE-11-2023-0218/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
Acceptance of ChatGPT by undergraduates in Sri Lanka: a hybrid approach of SEM-ANNhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-11-2023-0227/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThis study aims to investigate Sri Lankan Government university students’ acceptance of Chat Generative Pretrained Transformer (ChatGPT) for educational purposes. Using the unified theory of acceptance and use of technology 2 (UTAUT2) model as the primary theoretical lens, this study incorporated personal innovativeness as both a dependent and moderating variable to understand students’ ChatGPT use behaviour. This quantitative study used a questionnaire survey to collect data. A total of 500 legitimate undergraduates from 17 government universities in Sri Lanka were selected for this study. Items for the variables were adopted from previously validated instruments. Partial least squares structural equation modelling (PLS-SEM) using SmartPLS 4 was used to investigate latent constructs’ relationships. Furthermore, the variables’ relative relevance was ranked using a two-stage artificial neural network analysis with the SPSS 27 application. The results of the analysis revealed that eight of the nine proposed hypotheses were confirmed. The most significant determinants of behavioural intention were habit and performance expectancy, closely followed by hedonic motivation and perceived ease of use. Use behaviour was highly influenced by both behavioural intention and personal inventiveness. Though personal innovativeness (PI) was suggested as a moderator, the relationship was not significant. The research highlights the impact of habit, performance expectancy and perceived ease of use on students’ acceptance of AI applications such as ChatGPT, emphasising the need for efficient implementation techniques, individual variations in technology adoption and continuous support and training to improve students’ proficiency. This study enhances the comprehension of how undergraduate students adopt ChatGPT in an educational setting. The study emphasises the significance of certain variables in the UTAUT2 model and the importance of PI in influencing the adoption of ChatGPT in educational environments.Acceptance of ChatGPT by undergraduates in Sri Lanka: a hybrid approach of SEM-ANN
Samsudeen Sabraz Nawaz, Mohamed Buhary Fathima Sanjeetha, Ghadah Al Murshidi, Mohamed Ismail Mohamed Riyath, Fadhilah Bt Mat Yamin, Rusith Mohamed
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

This study aims to investigate Sri Lankan Government university students’ acceptance of Chat Generative Pretrained Transformer (ChatGPT) for educational purposes. Using the unified theory of acceptance and use of technology 2 (UTAUT2) model as the primary theoretical lens, this study incorporated personal innovativeness as both a dependent and moderating variable to understand students’ ChatGPT use behaviour.

This quantitative study used a questionnaire survey to collect data. A total of 500 legitimate undergraduates from 17 government universities in Sri Lanka were selected for this study. Items for the variables were adopted from previously validated instruments. Partial least squares structural equation modelling (PLS-SEM) using SmartPLS 4 was used to investigate latent constructs’ relationships. Furthermore, the variables’ relative relevance was ranked using a two-stage artificial neural network analysis with the SPSS 27 application.

The results of the analysis revealed that eight of the nine proposed hypotheses were confirmed. The most significant determinants of behavioural intention were habit and performance expectancy, closely followed by hedonic motivation and perceived ease of use. Use behaviour was highly influenced by both behavioural intention and personal inventiveness. Though personal innovativeness (PI) was suggested as a moderator, the relationship was not significant.

The research highlights the impact of habit, performance expectancy and perceived ease of use on students’ acceptance of AI applications such as ChatGPT, emphasising the need for efficient implementation techniques, individual variations in technology adoption and continuous support and training to improve students’ proficiency.

This study enhances the comprehension of how undergraduate students adopt ChatGPT in an educational setting. The study emphasises the significance of certain variables in the UTAUT2 model and the importance of PI in influencing the adoption of ChatGPT in educational environments.

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Acceptance of ChatGPT by undergraduates in Sri Lanka: a hybrid approach of SEM-ANN10.1108/ITSE-11-2023-0227Interactive Technology and Smart Education2024-01-30© 2024 Emerald Publishing LimitedSamsudeen Sabraz NawazMohamed Buhary Fathima SanjeethaGhadah Al MurshidiMohamed Ismail Mohamed RiyathFadhilah Bt Mat YaminRusith MohamedInteractive Technology and Smart Educationahead-of-printahead-of-print2024-01-3010.1108/ITSE-11-2023-0227https://www.emerald.com/insight/content/doi/10.1108/ITSE-11-2023-0227/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited
A bibliometric analysis of artificial intelligence chatbots in educational contextshttps://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2022-0165/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestThe application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots. This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering. Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education. The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective. This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.A bibliometric analysis of artificial intelligence chatbots in educational contexts
Yupeng Lin, Zhonggen Yu
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

The application of artificial intelligence chatbots is an emerging trend in educational technology studies for its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots.

This study combines bibliometric analysis and citation network analysis: a bibliometric analysis through visualization of keyword, authors, organizations and countries and a citation network analysis based on literature clustering.

Educational applications of chatbots are still rising in post-COVID-19 learning environments. Popular research issues on this topic include technological advancements, students’ perception of chatbots and effectiveness of chatbots in different educational contexts. Originating from similar technological and theoretical foundations, chatbots are primarily applied to language education, educational services (such as information counseling and automated grading), health-care education and medical training. Diversifying application contexts demonstrate specific purposes for using chatbots in education but are confronted with some common challenges. Multi-faceted factors can influence the effectiveness and acceptance of chatbots in education. This study provides an extended framework to facilitate extending artificial intelligence chatbot applications in education.

The authors have to acknowledge that this study is subjected to some limitations. First, the literature search was based on the core collection on Web of Science, which did not include some existing studies. Second, this bibliometric analysis only included studies published in English. Third, due to the limitation in technological expertise, the authors could not comprehensively interpret the implications of some studies reporting technological advancements. However, this study intended to establish its research significance by summarizing and evaluating the effectiveness of artificial intelligence chatbots from an educational perspective.

This study identifies the publication trends of artificial intelligence chatbots in educational contexts. It bridges the research gap caused by previous neglection of treating educational contexts as an interconnected whole which can demonstrate its characteristics. It identifies the major application contexts of artificial intelligence chatbots in education and encouraged further extending of applications. It also proposes an extended framework to consider that covers three critical components of technological integration in education when future researchers and instructors apply artificial intelligence chatbots to new educational contexts.

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A bibliometric analysis of artificial intelligence chatbots in educational contexts10.1108/ITSE-12-2022-0165Interactive Technology and Smart Education2023-03-28© 2023 Emerald Publishing LimitedYupeng LinZhonggen YuInteractive Technology and Smart Educationahead-of-printahead-of-print2023-03-2810.1108/ITSE-12-2022-0165https://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2022-0165/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2023 Emerald Publishing Limited
Adopting artificial intelligence driven technology in medical educationhttps://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2023-0240/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatestArtificial intelligence (AI) is a growing paradigm and has made considerable changes in many fields of study, including medical education. However, more investigations are needed to successfully adopt AI in medical education. The purpose of this study was identify the determinant factors in adopting AI-driven technology in medical education. This was a descriptive-analytical study in which 163 faculty members from Tabriz University of Medical Sciences were randomly selected by nonprobability sampling technique method. The faculty members’ intention concerning the adoption of AI was assessed by the conceptual path model of task-technology fit (TTF). According to the findings, “technology characteristics,” “task characteristics” and “TTF” showed direct and significant effects on AI adoption in medical education. Moreover, the results showed that the TTF was an appropriate model to explain faculty members’ intentions for adopting AI. The valid proposed model explained 37% of the variance in faulty members’ intentions to adopt AI. By presenting a conceptual model, the authors were able to examine faculty members’ intentions and identify the key determining factors in adopting AI in education. The model can help the authorities and policymakers facilitate the adoption of AI in medical education. The findings contribute to the design and implementation of AI-driven technology in education. The finding of this study should be considered when successful implementation of AI in education is in progress.Adopting artificial intelligence driven technology in medical education
Mohammadhiwa Abdekhoda, Afsaneh Dehnad
Interactive Technology and Smart Education, Vol. ahead-of-print, No. ahead-of-print, pp.-

Artificial intelligence (AI) is a growing paradigm and has made considerable changes in many fields of study, including medical education. However, more investigations are needed to successfully adopt AI in medical education. The purpose of this study was identify the determinant factors in adopting AI-driven technology in medical education.

This was a descriptive-analytical study in which 163 faculty members from Tabriz University of Medical Sciences were randomly selected by nonprobability sampling technique method. The faculty members’ intention concerning the adoption of AI was assessed by the conceptual path model of task-technology fit (TTF).

According to the findings, “technology characteristics,” “task characteristics” and “TTF” showed direct and significant effects on AI adoption in medical education. Moreover, the results showed that the TTF was an appropriate model to explain faculty members’ intentions for adopting AI. The valid proposed model explained 37% of the variance in faulty members’ intentions to adopt AI.

By presenting a conceptual model, the authors were able to examine faculty members’ intentions and identify the key determining factors in adopting AI in education. The model can help the authorities and policymakers facilitate the adoption of AI in medical education. The findings contribute to the design and implementation of AI-driven technology in education.

The finding of this study should be considered when successful implementation of AI in education is in progress.

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Adopting artificial intelligence driven technology in medical education10.1108/ITSE-12-2023-0240Interactive Technology and Smart Education2024-01-29© 2024 Emerald Publishing LimitedMohammadhiwa AbdekhodaAfsaneh DehnadInteractive Technology and Smart Educationahead-of-printahead-of-print2024-01-2910.1108/ITSE-12-2023-0240https://www.emerald.com/insight/content/doi/10.1108/ITSE-12-2023-0240/full/html?utm_source=rss&utm_medium=feed&utm_campaign=rss_journalLatest© 2024 Emerald Publishing Limited